EDL 610: 4.4 Non-Negotiables Be the adult As educators, it is our job to “be the adult” in every situation. In every interaction with the students in our care, it is our responsibility to control our words and actions. We need to be proactive to avoid challening situaitons e nstead of blaming students, parents, community, or society, we need to be aware of realistic challenges to act and plan according. By accepting these obstacles, we can do our part to help students develop positive personality traits and behaviors. Educators need to be strong adults instead of victims. We need to work harder instead of making excuses. We need to model the confidence we want our students to develop. Prepare for the future We are no longer preparing
Help students increase their perception of control over their environment by showing them how to better manage their own stress levels. Instead of telling students to act differently, take the time to teach them how to act differently. By introducing conflict resolution skills, teaching anger and frustration management, helping student set goals, role-modeling, teaching and exemplifying social skills, as a teacher I can have a huge impact on these children and could help buffer the effects of their habitus, cultural capital, SES, and step in to help stop the cultural reproduction of social inequality in my classroom. Ultimately, I want my students to benefit from the hidden curriculum in my classroom, and I would work hard to ensure that the unwritten, unofficial, and often-unintended lessons, values, and perspectives I expose my children to are beneficial and positive in shaping their
... remove their negative thoughts and they should not rely on teachers alone. They should learn from the teacher while he or she learns from the entire students”.
The relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Rath, T. & Clifton, D.’s research shows us that students need to have many positive experiences in order to “fill their bucket” (p. ). This scale also takes into consideration the amount of praise students are receiving from teachers, the rules and classroom routines are explicitly taught, and that students are being rewarded for following the rules. The staff that completed this questionnaire were also asked about the school culture and whether or not teachers set high expectations for academics as well as behaviors, whether or not all teachers accept responsibility for all students and some very specific questions about using data, monitoring behaviors, appropriate incentives, and appropriate consequences. The idea that all students are “our students” comes from the professional learning community model and the work of Eaker, DuFour, and DuFour (2002). “Teachers often refer to students as “our” students instead of “my” students, reinforcing the collective atmosphere. Teachers work together to identify at-risk students, and team’s problem-solve to intervene for each
...reflect the learning outcomes related to my personal and professional life. It showed that social and emotional aspects are influenced by our interaction with family and environment. Children need a secure and safe attachment during early years to avoid social barriers later in life. As children are growing they spend more time in school therefore an appropriate and enjoyable environment is necessary. When faced with classroom management and behaviors teachers should encourage and help children when needed. There are numerous techniques and skill to help teachers manage challenging behaviors. Counselling approaches are useful in order to have a better understanding of why a child behaves in a certain manner, teacher can use it to help children and their family. The learning outcomes are practical as I am able to incorporate them in my personal and professional life.
In the first article “The Journal of Educational Psychology” states that teacher-student interactions are very important and can change a students path in achievement. They suggest that when teacher-student interactions take place in a positive matter whether one on one, small groups, or the whole class, that these teacher-student interactions deliver the students with the correct support needed for their learning potential. Also, these positive interactions then can help set the student up for other positive paths in the classroom. Examples of these interactions are categorized into three realms of support: emotional, organizational, and instructional. Teachers who offer a high amount of emotional support to their students in the classroom are creating a safe environment for their students where they can then feel as if they can take positive ventures in their students learning ability. Also it’s stated that an organized classroom can help provide productive routines and also helps support students attentiveness as well a...
...lieve that the majority of responsibility for student success belongs to teachers. While external factors can certainly influence student success, I think teachers are most responsible. A teacher who motivates students, sets high expectations, and provides tools for progress can profoundly influence their success. While there are limits to a teacher’s control outside of the academic environment, I will make my best effort to engage the support of others to help my students succeed. If I do not receive that support, I will continue ensuring that students receive the highest level of support from me in my classroom.
When formulating a plan, it is important to remember that students do not exist in a vacuum. What is a problem behavior in one class may not be a problem in another; problem behavior from the home may never manifest in school. A key means of decreasing the frequency and intensity of problem behavior and reducing the need for more intrusive intervention procedures is enhancing a student's quality of life.
Proof of this is displayed in the fact that the teacher creates personal behavior sheets for each student, based on the individuals IEP and needs. This assessment allows the teacher, and IEP team, to track the student’s progress. The teacher informed me that each student is aware of the behavior items on his/her list; when a new behavior is introduced, they practice it with the student before adding it to his/her daily behavioral sheet. In addition, I am learning a great deal about the way this teacher is able to break down situations to help students with EBD master coping skills. Doing this effectively requires the teacher to understand that “each learner’s cognitive, linguist, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs” (InTASC Sub Standard 1e). For example, when the previous student was struggling with being accountable for pushing another student at recess, the teacher forced the student to self-reflect on the situation at hand; this method required the student to identify where he made his mistakes and then think through the coping skills previously learned in class that he could/should use in the future if a similar problem arises. Finally, I am observing a great deal on the importance of communication amongst additional professionals and parents. Doing this effectively requires that the teacher “collaborates with families, communities, colleagues, and other professionals to promote learner growth and development” (InTASC Sub Standard 1c). For example, the teacher assures all parents are informed of his/her child’s behavior progress by sending home the daily
As a teacher, my job is to help prepare students to become strong adults capable of meeting their own basic needs and prepared to participate in, and contribute to, a connected global society. To accomplish this, students need to learn academic content and twenty-first century skills, but just as importantly they need to develop traits and learn behaviors that will enable them to apply their knowledge. By addressing students’ needs while simultaneously developing strengths, teachers can help students develop the courage, confidence, and character necessary to continue to learn, adapt, and grow long after they leave our classrooms.
Accountability for classroom teachers has made student achievement a very important topic in education today. Preparing students for the next stages of life, which is adulthood, is the ultimate goal for educators. The academic content that students learn
Educators must always offer encouragement on a regular basis as it builds a supportive classroom environment. It encourages student to focus on their effort rather than their achievement. Therefore students receive positive feedback for trying hard, but may be unsuccessful with the task. Educators must also look for assets in each student as it encourages the student to display the positive behaviour exemplified by assets such as cooperation, persistence and loyalty (Edwards and Watts, 2004). Whilst doing this, educators must establish a relationship of mutual respect by not only being kind to the students by also displaying an appropriate level of firmness.
Being able to determine what teachers expect from students and what students expect from teachers is the key to creating positive classrooms that work. Teacher-Student interaction is a two way street; The students relate to the teachers, and the teachers relate to the students. If teachers develop and build upon self-esteem and mutual respect within their classrooms, the teachers will achieve positive relationships with the students. Many years ago, power relationships and authority figures in our society were clearly defined. Dad ruled the household; moms and kids complied. Bosses ruled the work-place, and the workers who were brave enough to challenge them would lose their jobs. Within this ranking order students were at the bottom. Students ideas and choices were unimportant, they were not heard. Today, all of this has changed, and every person in this society demands equality. Today we are able to speak up and have our needs and wants recognized. In many cases the college student is encouraged and expected to be candid in responding to the teacher's ideas, methods, or words. Teachers have to learn how to sidestep their power and allow student to exercise their own personal power in ways that enhance the classroom atmosphere while at the same time satisfying the students individuality. Teachers must allow the students to contribute to the class group in their own unique ways. A student should be encouraged and given the opportunity to participate in the classroom by voicing his /her ideas in a comfortable and non-pressured classroom.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching